Poems about Works of Art, Featuring Women and Other Marginalized Writers

Classroom Activities

(Note: Prior to beginning this unit, we will devote a class session to reviewing poetry terms. A word bank will be provided and students will be required to safe-keep this in their sketchbooks so that they may refer to it when necessary)

Lesson 1: “I can examine and interpret Ekphrastic Poems” (finding the similarities between the poem and artwork)

Summary- In this lesson, students will be introduced to the concept of ekphrastic poems. The primary example I will be utilizing is “Not My Best Side” by U.A. Fanthorpe, inspired by Paolo Uccello’s painting titled Saint George and the Dragon. Students will be asked to read the poem, and illustrate their understanding prior to seeing the image based on the text. By making a close analysis of the inner story of the poem and comparing it with the actual artwork that inspired it, students can consider the complex relationship between an artwork and its audience. They will also be able to look at other poems inspired by artworks (Ex: "Landscape with the Fall of Icarus" by William Carlos Williams), and use these as the basis for cross-comparison work and models for writing their own poems in the next lesson.

Objective

• Make connections between prior knowledge and new information using the process of analysis
• Note relevant information using visual literacy
• Illustrate (Draw) in response to the poem example, demonstrating an awareness of purpose, audience, voice, and style.
• Synthesize information in order to present (in groups) their examination and interpretation of an ekphrastic poem

Instructions

Part 1

1. Display and pass copies of the poem (omitting the title & poet).
2. Have the students read the poem quietly to themselves.
3. Ask for a volunteer to read the poem aloud to the class.
4. Ask for initial responses to the poem, including personal opinions and any observations about style and content.
5. Allow this discussion to unfold naturally for a few minutes. Allow time for interesting ideas to emerge.
6. Now introduce the class to the full title of the poem and explain that it is a poem written about a painting.
7. How does this new piece of information affect their interpretation of the poem? Are there clues that point towards this being a description of a painting? Why or why not?
8. Ask students to go through the poem again and find words and phrases that refer to artistic technique and the composition of paintings.
9. Having analyzed these more technical aspects of the painting, ask the students to think about the story being told by the painting. Even though they have not actually seen it yet, can they talk about what they see in their mind’s eye, through the poet’s description?
10. Give the students a few minutes (5 to 10 min) to sketch out a rough version of the painting as they imagine it to be, using the text of the poem to guide them.
11. Ask for volunteers to share their sketches with the entire class. Ask why they drew that composition.
12. By this point, your students will be eager to see the actual painting. Display the image and pass hardcopies for a better analysis.
13. How does their previous mental image (or rough sketch, if they did one) of the picture compare with the real thing? Invite comments and opinions and consider asking some of these additional questions:
    • Is there anything of interest in the painting that did not appear in the poem?
    • Was there anything in the poem that you don’t see in the picture, or which is not as you imagined it to be?
    • Has the poet done a good job of conveying the ‘story’ as well as the painter did?
    • How has the poet’s use of the present tense helped to bring the scene in the picture to life?
    • Can a story be told as effectively in an image as it can in words? How?

Part 2

1. Break the students into groups of 4 to 5.
2. Share additional examples of ekphrastic poems and have them select one of them along with its associated artwork (be sure that poems are not repeated).
3. Students will have 10 to 15 mins to read the poem in their groups and discuss their responses to it, including personal opinions and any observations about style and content. In addition, students will analyze the technical aspects of the artwork and explain its connection to the poem.
4. Reunite as a class and have each group present their ekphrastic poems and artworks. In the presentation, students should discuss the similarities between the poem and the artwork. In addition, they should explain their interpretation and offer reflections on the process.

Lesson 2: “I can write a poem inspired by a mural in my community”

Summary- In this lesson, students will become familiar with Diego’s Mural titled “Man at the Crossroads.” Afterward, we discuss its brief history as well as our observation of the overall composition. In addition, we will read and review the poem titled “I Paint What I See: A Ballad of Artistic Integrity” by E. B. White. We will establish a discussion about the poem and how it pertains to the mural itself while answering questions such as, what does this say about Diego as an artist? How does this help us understand murals? How can this help us establish ideas for our own mural? This will set the foundation for our field trip in the two surrounding neighborhoods- Back of the Yards and Pilsen. During our walk, we will explore and discuss 10 of the most well-known murals in their community. Taking notes and photographs will be highly encouraged for the primary assignment in this lesson, a poem. In preparation for this assignment, students will be asked to complete a worksheet considering a mural that highly intrigued them. A class session will be devoted to research and investigation on their chosen mural in order to help the students create their poem. In the process, I will serve as their guide and provide feedback when necessary. A peer critique will also be essential to increase the confidence of students in their writing ability. At the end of this lesson, students will be required to present their poems to the rest of the class.

Objective

• Understand and appreciate murals as powerful communicative art forms
• Understand and appreciate poetry as a literary art form
• Develop a deeper appreciation of cultural diversity by introducing them to murals from a Latino standpoint
• Develop their own creativity and enhance their writing skills
• Recognize iconic themes in the murals found within their neighborhood

Student Assignments

Neighborhood Walk: A Poetry-Writing Assignment

Now that we have toured the Back of the Yards and Pilsen Neighborhoods, please choose ONE mural that you would like to write about and spend the next 30–40 minutes focusing on that mural.

1. Record the following information about the mural you have chosen:

Title (if applicable) ________________________________

Date ____________________________________________

Artist ___________________________________________

Medium _________________________________________

2. Write a sentence or two about why you chose this particular mural, how it makes you feel, and/or what it makes you think about.

3. Next, write a detailed description of the mural. Be specific enough so that someone else could clearly imagine the public art in his or her mind after reading your description. Be sure to include words that indicate size, shape, color, light/shade, objects, figures, positions, and so on.

4. Finally, write a poem in response to your chosen mural. If you need inspiration, look back at your answers above. Also, remember there are many different ways to go about this. Here are some of the approaches that were used in the poems from our class activity:

• Write about the scene or subject being depicted in the mural.
• Relate the mural to something else it makes you think of.
• Write about the experience of looking at the mural.
• Describe how the mural is organized or presented.
• Speculate about how or why the artist created this work.
• Imagine a story behind what you see presented in the mural.
• Imagine what was happening while the artist was creating this work.
• Speak to the artist or the subject(s) of the mural, using your own voice.
• Write in the voice of the artist.
• Write in the voice of a person or object depicted in the mural.

Praise, Question, Suggest: A Peer Critique Assignment

Now that you have completed the first draft of your poem, partner up with a peer from your table and offer critique as well as feedback for revision of work. Read your poems to each other and provide the following:

Praise: What about the poem is memorable? If after a first reading you immediately had to tell another person what caught your attention, what would you say? Be very specific about what you liked by using an example.

Question: Next, ask your classmate about anything that confused you or seemed inconsistent while you were hearing the poem.

Suggestion: As a listener, you may see potential that is invisible to your classmate, so you naturally want to share your insight. Make positive suggestions that may enhance their writing.

*Consider the critique provided prior to your presentation.

Lesson 3: “We can create a mural motivated our poetry” (painting in the context of communication with originality and imagery)

Summary- In this lesson, students will work together in a communal effort to complete a mural. Motivated by what they have learned thus far in the unit and inspired by their poetry, we will create a work of art that can be shared with the entire community. During the process, students will be required to complete a weekly journal entry in their sketchbooks based on their experiences. It will serve as a reflection piece as well as feedback to make any improvements as we continue to work on the mural together. After the mural has been successfully completed, students will launch an event where they can ceremoniously reveal their mural as well as share their poems. It would be rewarding to see that their efforts are recognized and welcomed by their school and community.

Objective

• Recognize that their experiences and perceptions have value
• Work collaboratively on a group mural, strategizing about theme, medium, and individual student contribution to the finished work.
• Explore the elements of art (texture, color, line and form) as they choose compositional layout for their mural.
• Gain experience with sequential imagery to convey a common message.
• Develop visual images and symbols using a collaborative process.
• Present their finished mural along with the poetry that influenced its composition to the school and community, discussing decisions regarding the design and implementation.

Directions to complete a mural

1. Generate a common theme- After having listened to their classmate’s poem inspired by their community, begin to notate commonalities that will essentially shape their theme. Students will brainstorm and record possible theme ideas for the group’s piece by making a list of words commonly heard in the poetry session.
2. Brainstorm Content and Imagery- You and the students will utilize the common text to generate imagery we would like to include. You should try to get each classmate to contribute something even though the group may not incorporate everything into the final mural.
3. Create a shape proportional to the wall- The classroom will generate a shape on our board that is proportional to the mural wall. This will serve as the space for arranging and ultimately designing our composition together as a team.
4. Create Sketches of Imagery- Using paper and pencil, you and the students will select images from their brain storm list. Students will draw visual representations of the images on paper (one image per paper). These will be utilized as visual references to manipulate as they negotiate the mural composition. They should be taped around the composition.
5. Arrange the Composition- As a team, you will choose one image at a time and discuss its placement in the composition. Would it be better on the right, left, high, low? Continue experimenting with various placements. Once a basic arrangement is agreed upon, you will begin to advance the design.
6. Consider the Foreground, Background, and Middle ground- It is very important to analyze how to establish the depth in the composition. Illustrating the concept of foreground, middle ground, and background can be helpful to make the design more aesthetically pleasing. Therefore, you and the students should definitely study this concept in order to create an illusion of depth.
7. Draft the Composition- Lead a conversation while students are drawing a new version of the composition directly on the board. Use your hands to help your classroom determine the scale of the images in order to put it into perspective. Make sure to utilize overlapping when necessary.
8. Finalize the Composition- Once you and the students have completed a rough draft, have the students draw out and color the newly decided-upon composition. Once the students complete this task, critique and discuss the final color scheme and imagery design.
9. Calculate the color needs- Making colors ahead of time is very significant in the mural making process. It saves time and helps avoid mistakes by looking at the colored design and calculating how much paint is needed. Therefore, convert the classroom sketch from inches into square feet. For instance, if the background requires 10sq ft of paint to cover, double the amount since you need two coats for full coverage. Keep in mind that some colors are more translucent than others and additional coats may be required.
10. Mix and Label all colors that will be used- Mixing colors in advance, labeling them in an organized manner and storing them with lids appropriately will certainly accelerate the momentum of your mural.
11. Transfer the sketch onto the wall- Creating a grid system would be ideal into order to transfer the sketch onto the actual wall. It is also helpful to make copies of the sketch (with the grid) to tape along the mural wall so that students have lots of visual access to the design and the grid they are trying to transfer.
12. Streamline the order of operations- Utilize two fundamental practices that will save time and effort. First, work from the back to front. In other words, have students work on the background first and work their way to the foreground. Second, when students are painting an image, advise that they begin by painting the darkest values of the image, and work to the lightest value last.

Unit Rubric Example